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This issue wants to start a conceptual debate about the impact of recent challenges for the making, regulating and the practical performing of civic education in different educational contexts and settings. As is well known, educational politics in general as well as policies and politics in the field of citizenship education today almost always comprise multi-level settings from local to international or from micro to macro levels. This suggests to make use of a broad basic concept, the approach of educational governance. One may, however, go beyond and advocate a widening of empirical and theoretical perspectives on civic and citizenship education. Neo-pragmatistic approaches from sociology, for instance, seem to be appropriate for an elaborate and productive analysis of multi-level dynamics in civic education. The papers of the featured topic Constructing the Legitimate Knowledge demonstrate the productivity of such innovative research approaches.

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Editors

Reinhold Hedtke, University of Bielefeld, GermanyIan Davies, University of York, United KingdomAndreas Fischer, Leuphana Universität Lüneburg, GermanyTilman Grammes, University of Hamburg, GermanyIsabel Menezes, University of Porto, PortugalBirgit Weber, University of Cologne, German